Parent Engagement Interventions Are Not Costless: Opportunity Cost and Crowd Out of Parental Investment

2021 ◽  
pp. 016237372110304
Author(s):  
Carly D. Robinson ◽  
Raj Chande ◽  
Simon Burgess ◽  
Todd Rogers
Keyword(s):  
High School Students ◽  
Parent Engagement ◽  
Science Curriculum ◽  
Educational Interventions ◽  
Text Messages ◽  
School Students ◽  
Parental Time ◽  
Engagement Interventions ◽  
Crowd Out ◽  
The Impact

Many educational interventions encourage parents to engage in their child’s education as if parental time and attention is limitless. Sadly, though, it is not. Successfully encouraging certain parental investments may crowd out other productive behaviors. A randomized field experiment (N = 2,212) assessed the impact of an intervention in which parents of middle and high school students received multiple text messages per week encouraging them to ask their children specific questions tied to their science curriculum. The intervention increased parent–child at-home conversations about science but did not detectably impact science test scores. However, the intervention decreased parent engagement in other, potentially productive, parent behaviors. These findings illustrate that parent engagement interventions are not costless: There are opportunity costs to shifting parental effort.

Communication satisfaction and trust among Turkish adolescent siblings

2017 ◽  
Vol 45 (1) ◽  
pp. 143-153
Author(s):  
Müge Çelik Örücü ◽  
Sühendan Er
Keyword(s):  
High School Students ◽  
Family Relationships ◽  
Communication Satisfaction ◽  
Age Difference ◽  
School Students ◽  
Satisfaction Scale ◽  
Dyadic Trust ◽  
Gender And Age ◽  
The Impact ◽  
Trust Scale

The relationships that exist among brothers and sisters have been much less researched and observed than other kinds of family relationships. Thus, the impact of sibling dyads' gender and age difference on Turkish adolescents' communication satisfaction and trust was examined. The sample consisted of 272 (154 female, 118 male) Turkish high school students, all of whom were aged between 14 and 18 years and had 1 younger sibling. They were asked to complete the Sibling Communication Satisfaction Scale and the Dyadic Trust Scale. A significant gender difference was obtained for both trust and communication satisfaction, wherein females were more likely than males were to trust and be satisfied with their level of communication with their siblings, especially in the case of same-gender siblings. However, no significant result was found for age difference in terms of either trust or communication satisfaction.

scholarly journals “We Make Our Community”: Youth Forging Environmental Identities in Urban Landscapes

2021 ◽  
Vol 13 (14) ◽  
pp. 7736
Author(s):  
Erin Gallay ◽  
Alisa Pykett ◽  
Constance Flanagan
Keyword(s):  
High School Students ◽  
Urban Areas ◽  
Local Environment ◽  
Natural World ◽  
Urban Landscapes ◽  
Youth Of Color ◽  
School Students ◽  
Environmental Leadership ◽  
And Gender ◽  
The Impact

Insofar as race, class, and gender have profound effects on people’s environmental experiences, and consequently their activism, the environmental field needs more work on the environmental experiences and insights of groups whose voices have been missing, including youth of color who live in urban areas in the U.S. In this paper, we focus on African American and Latinx students engaged in environmental projects in their urban communities and the impact of such projects on promoting pro-environmental leadership, agency, and behavior. We draw from written reflections and focus group interviews of several hundred 4th–12th graders (majority middle- and high-school students) who participated in place-based civic science projects. Thematic analyses of student responses found that students engaged in work on local environmental issues cultivated an appreciation for the natural world and an understanding of human-nature interdependence and the ties between the local environment and their communities’ health. Through taking action with others in their communities, students viewed themselves as contributors to their communities and started to form environmental identities in ways that are not traditionally measured. Findings point to the need for forms of environmental education that are contextually grounded and centered on environmental justice in urban areas.

scholarly journals THE LONG-TERM IMPACT OF SOCIAL MOVEMENTS AND REPRESSION ON DEMOCRATIC ATTITUDES

2020 ◽  
Vol 20 (3) ◽  
pp. 317-351
Author(s):  
Scott Desposato ◽  
Gang Wang
Keyword(s):  
Social Movements ◽  
High School Students ◽  
Fuzzy Regression ◽  
School Students ◽  
Attitudinal Differences ◽  
College Entry ◽  
Democratic Attitudes ◽  
Long Term Impact ◽  
The Impact

AbstractDemocracy movements in authoritarian regimes usually fail and are repressed, but they may still affect attitudes and norms of participants and bystanders. We exploit several features of a student movement to test for enduring effects of social movements on democratic attitudes. College students were the core of the movement and had wide exposure to the ideas and activities of the movement, as well as the suppression of the movement. College-bound high school students had limited exposure to the movement and its activities. Time of college entry could in theory be manipulated and endogenous, so we also use birthdate as an exogenous instrument for enrollment year. Applying a fuzzy regression discontinuity, we test for the impact of exposure to the movement on long-term attitudes. We find significant attitudinal differences between those in college during the movement, and those who started college post-movement. These results are strongest for alumni of the four universities that were most connected to the movement.

Interactive Lecture in Redox Chemistry: Analysis of the Impact of the Dissemination of University Scientific Research among High School Students

2021 ◽  
Author(s):  
Franciani Cassia Sentanin ◽  
Ariane Carolina da Rocha ◽  
Kenia Naara Parra ◽  
Marcos R. V. Lanza ◽  
Ana Claudia Kasseboehmer
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Research ◽  
Redox Chemistry ◽  
School Students ◽  
The Impact ◽  
Interactive Lecture

An Examination of the Impact of Legal Sanctions on Adolescent Marijuana Use a Panel Analysis

1982 ◽  
Vol 12 (1) ◽  
pp. 73-87 ◽  
Author(s):  
Steven R. Burkett ◽  
Carol A. Hickman
Keyword(s):  
High School Students ◽  
Juvenile Court ◽  
Marijuana Use ◽  
Labeling Theory ◽  
Policy Implications ◽  
School Students ◽  
Court Records ◽  
Group Context ◽  
Legal Sanctions ◽  
The Impact

This study examines the impact of appearance in juvenile court on perceptions of self, associations with peers who use marijuana, beliefs that the law is morally binding on oneself, and fear of legal sanctions for the use of marijuana, and subsequent self-reported marijuana use. A basic model specifying relationships among these variables is derived from both labeling theory and the deterrence approach. Findings from panel data collected at, two points in time from high school students (n=378), and data from juvenile court records provide not support for the hypothesis of specific deterrence and only marginal support for labeling theory. Additional findings point to the group nature of marijuana use and indicate that with the group context the potential impact of appearance in juvenile court is largely negated. Finally, no support is found for the hypothesis that the fear of legal sanctions is an effective deterrent to use. Policy implications of the findings are discussed.

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

Let’s tweet again? Social networks and literature achievement in high school students

2021 ◽  
pp. 1-64
Author(s):  
Gian Paolo Barbetta ◽  
Paolo Canino ◽  
Stefano Cima
Keyword(s):  
High School ◽  
High School Students ◽  
Web 2.0 ◽  
Large Scale ◽  
Standardized Test ◽  
Controlled Trial ◽  
School Students ◽  
Negative Effect ◽  
Internet Connections ◽  
The Impact

Abstract The availability of cheap Wi-Fi internet connections has encouraged schools to adopt Web 2.0 platforms for teaching, with the intention of stimulating students’ academic achievement and participation in school. Moreover, during the recent explosion of the SARS-CoV-2 crisis that forced many countries to close schools (as well as offices and factories), the widespread diffusion of these applications kept school systems going. Despite their widespread use as teaching tools, the effect of adopting Web 2.0 platforms on students’ performance has never been rigorously tested. We fill this gap in the literature by analyzing the impact of using Twitter as a teaching tool on high school students’ literature skills. Based on a large-scale, randomized controlled trial that involved 70 schools and about 1,500 students, we find that using Twitter to teach literature has an overall negative effect on students’ average achievement, reducing standardized test scores by about 25 percent of a standard deviation. The negative effect is stronger on students who usually perform better.

Anxiety of High School Students Preparing for University during the COVID-19 Pandemic

2021 ◽  
Vol 8 (12) ◽  
pp. 374-377
Author(s):  
Prapattra Hongwisat ◽  
Thanawat Wuthikanokkan ◽  
Nathakan Preechakansakul
Keyword(s):  
High School ◽  
High School Students ◽  
Respiratory Symptoms ◽  
The Other ◽  
Depression And Anxiety ◽  
School Students ◽  
Other Hand ◽  
The University ◽  
The Impact ◽  
Online Form

Covid-19 are one of the viruses that were widely spreaded in 2019 and are still separate until nowadays. Thailand is one of the countries that are highly infected. The majority of people who are infected with this virus tend to have mild to severe respiratory symptoms. Furthermore, anyone can get sick, and it can lead to death. However, the most common symptoms of this virus are fever, cough, tiredness, and loss of taste or smell, on the other hand, characteristics in a minority of people, such as diarrhea and headaches. Due to the impact of the Covid-19 virus, people have to change their lifestyle to the online form. These changes have impacted mostly on economics and education in particular countries, so this problem also affects anxiety among high school students; who must prepare to apply to the university during the COVID-19 outbreak. In addition, we have collected 151 answers from high school students by surveying in order to know the feelings for entrance to the university during the pandemic situation. We found out that 81.3% of the students are highly affected by covid, and only 0.7% of students are slightly affected. We also found out that 55% of the students are worried about university entrance, and only 2.6% of the students were not worried at all. According to the result, most of the students in Thailand are facing the problem about their education and their entrance for the university which are caused by Covid-19. This may lead to illnesses like depression and anxiety. Keywords: Students, Learning, COVID-19, Thailand, University.

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